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The coronavirus pandemic has forced UK universities to move online rapidly, with no date confirmed for the reopening of campuses. With the second coronavirus peak expected to hit in the fall, many institutions are already planning to move at least their first semester online. Whatever happens, universities don’t see how their students are expecting for some time.
So if universities are online, students will still come? New research shows that 20 per cent of students are considering plans to start university in the autumn – a drop of 120,000 students. Still, the University and College Admissions Service reports that very few have turned down their offers. For those already at university, a National Union of Students survey found that almost half of students are happy with their online learning.
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Katie Barrett, a student at the University of West England, has enjoyed her online experience so far. “I’ve still got all my lectures and seminars, so I haven’t really immersed myself in studying,” she says. “For example, my lecturers do additional questions and answers via Zoom, so some of the material actually seems more accessible.”
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These positive experiences can change universities forever, believes Vijay Govindarajan, professor of business innovation at Dartmouth College in the US. “Universities can create high-quality multimedia experiences online. Lectures can be recorded in HD and replayed, so professors can spend more time interacting with students. It will improve the overall quality of learning,” he says. “Online learning in higher education may have been a long time coming, but it’s here.”
Don’t see online learning as a quick fix to the pandemic. Alison Littlejohn, director of the UCL Institute of Education’s Knowledge Lab, warns that creating quality online courses takes time and effort. “It’s critical that the online learning experience is well-designed, and that we don’t just transfer existing content from one format to another,” she says.
Likewise, for many students, the value of university is more than coursework and qualifications. Research from UK universities found that nearly 60% of students and recent graduates said the social element of the campus experience helped them broaden their life experience, become more independent and confident, and develop skills such as teamwork and time management. helped in
Charles Craig, who studies music business at Leeds College of Music, worries about the lack of networking and business opportunities if the rest of his degree is delivered online. “Engaging with content and teachers is more difficult online. I hate the distortion you get on video calls, and the bad audio delay makes it difficult to talk at the right time,” he adds.
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“Distance learning is not the same as the visceral experience of expressing and discussing ideas in a physical space,” agrees Jasper Rennen, a student at the London School of Economics (LSE). “I chose LSA for its public events and popular speakers, yet there won’t be any this semester.”
Some students may feel that paying the same fees for digital versions of their courses is poor value. Tuition for Ryynänen’s one-year MSc at LSE is £29,000 – significantly more expensive than online options at names like Harvard University and the Wharton Business School.
Craig believes that if he had known, he would not have applied. “Short courses and master classes conducted by industry experts may be better options than an online degree,” he says.
Craig’s view is echoed by an international survey commissioned by Pearson in 2019, which suggested that today’s learners are more interested in vocational and minor programs, especially online. If they go online, universities will have to contend with new formats, including coding bootcamps such as LeWagan, CodeWorks, and NorthCoders. They offer fast and affordable courses in subjects like web development and data science with built-in industry connections.
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Moving university courses online due to the coronavirus pandemic could cost the higher education sector £1 billion. UK universities are keen to ensure that their investment in digital transformation is long-term, particularly after years behind universities in other countries.
Cultural change can be an obstacle. When Times Higher Education surveyed 200 university leaders in 2018, they all agreed that online learning cannot replace the physical university experience.
Kendrick Oliver, a professor at the University of Southampton, agrees. “Nothing can replace the classroom experience. Being physically together in a space means richer communication, more energy and experience from everyone involved. But he admits: “Habits and routines are powerful. Working online will make digital the default.
Joanna Cronovich, a researcher on digital platforms at VU Amsterdam in the Netherlands, says traveling online has its well-known risks. “Online learning can create a dangerous gig economy for connecting students and teachers,” she explains. “This competitive and fragmented learning landscape can exacerbate accountability issues, leading to loss of academic excellence and lower teaching standards.” Universities need to invest in proper staff training, she adds.
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But online learning has advantages: it can make education accessible to people who otherwise wouldn’t be able to. This is already happening in the United States, where online education is more established, especially among low-income students. Last month, Southern New Hampshire University, the nation’s fastest-growing university, announced that it had used online learning to enable a 61 percent reduction in tuition fees.
This may echo the recent shift in the UK away from the “boarding school” model of higher education and towards more student campuses. Research by the Sutton Trust has highlighted an increasing number of students choosing to stay at home while studying, mainly to save money.
The future of UK universities lies in the combination of online courses and offline experiences, known as blended learning. Many are already planning to introduce it to enable social distancing on campus. “[It] will improve the student learning experience,” says Michael Horn, co-founder of the Christensen Institute, a global education think tank. “I hope to see more universities offering blended courses post-pandemic.”
Before the pandemic, some of the UK’s most innovative universities were already offering integrated learning. The University of East Anglia (UEA) is introducing an online model to reach the most disadvantaged students and plans to expand post-pandemic. Its Crime Fiction MA, for example, is delivered primarily through virtual learning, but includes intensive on-campus “residencies” to meet industry experts and participate in the National Crime Fiction Festival.
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Henry Sutton, designer of the crime fiction program, says the university has already recognized the potential of the new course methods. “MA was launched in 2015 using technology that we already had,” he explains. “Students tell us they like the flexibility, they find the residential aspects valuable, and the interaction with their peers is valued more.”
Meanwhile, other universities are following suit. A consortium of 10 universities led by Coventry recently received £3.7 million to develop partly online postgraduate courses in artificial intelligence and data science.
The pandemic represents “a revolutionary moment,” according to Sarah Barrow, the UAE’s vice-chancellor for arts and humanities. She hopes the online shift will spark a lifelong learning agenda. It has already been discussed as a way to increase employees whose jobs will be automated in the future, but which universities are slow to act.
The challenge now is the scale and pace of change. “We’ve taken our plans and moved them forward, but this is an unprecedented level of disruption,” says Barrow. “Usually it takes two years to develop a new course or module. Now we design and launch online options within weeks. “From May 1, BRINK Asia coverage will be integrated with BRINK, which will now include more regional coverage on risk and resilience issues.
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A primary school teacher edits a recorded video lesson for her students in an empty classroom, whose classes have been suspended due to COVID-19. Taking online classes is an important solution for schools and tutoring institutions during the pandemic.
The private sector for education in China has been affected by the COVID-19 outbreak, generating widespread social attention and debate. The outbreak had a large and profound impact on the market landscape and dynamics.
First, all educational institutions, from public schools to after-school tutoring centers, have either delayed reopening or shifted to online learning. Traditional offline tutoring companies are facing a cash flow crisis – many customers have demanded refunds due to interruptions in classes. On the other hand, downloads of online tutoring applications have increased from 5 to 30 times the figures seen before.
We estimate that China’s private education industry will witness negative growth in 2020. Meanwhile, private school education providers will face a severe economic blow due to continued demand due to social distancing measures, tutoring businesses, after-school tutoring, English language learning, vocational training and experiential education sectors including Includes educational tours and early learning centers. .
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On the contrary, the adoption of online education will be faster. Having online classes is the main solution for schools and tutoring institutes during the outbreak.
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